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MANUAL FOR 

LOUISIANA STATE UNIVERSITY SUMMER SCHOOL, 
BATON ROUGE, MAY 31, TO JULY 31. 

AND 

TULANE UNIVERSITY SUMMER SCHOOL, NEW ORLEANS, 
JUNE 14, TO AUGUST 14. 



ISSUED BY THE 



BOARD OF STATE INSTITUTE 
MANAGERS 



BATON ROUGE 

The New Advocate, Official Journal 

1909 



MANUAL 



OF 



;SUMMER SCHOOLS 

FOR TEACHERS HOLDING 

FIRST-GRADE CERTIFICATES 

OR THE EQUIVALENT, 

Normal School and College Graduates 



LOUISIANA STATE UNIVERSITY Summer 
School, Baton Rouge, Opens May 31st, and 
Closes July 31st. Nine Weeks Each of Six 
School Days. 



TULANE UNIVERSITY Summer School Opens 
June 14th, and Closes August 14th. Niner Weeks 
Each of Six School Davs. 



NOTE— Persons not Holding: a First- Grade Cer- 
tificate or its Equivalent are not Entitled to Enroll- 
ment in Either of the Above Schools. 



D. Of 0. 

JUL 5 



GENERAL STATEMENT. 



The Summer Normal Schools at Baton Rouge 
and New Orleans, for teachers holding the equiva- 
lent of a First Grade Certificate or higher, have been 
established in response to a strong demand from the 
progressive teachers of the State for advanced 
courses in academic and professional work. The at- 
tendance at these schools has been most gratifying 
in the past, and we feel confident of an increased 
attendance at New Orleans (Tulane) and Baton 
Rouge (L. S. U. ) during the summer of 1909. 

Although there are elementary courses in agri- 
culture, botany, nature study and school gardens, 
music for all grades, manual training and drawing 
for all grades, and a course in kindergarten and pri- 
mary methods, the work in the main is intended as 
training school for supervisors of music and draw- 
ing, kindergartners, teachers of science and the lan- 
guages, primary teachers who wish to take courses 
in education, principals of agricultural schools, high 
school teachers, high school principals, institute in- 
structors and superintendents 

The work is a departure from the popular and 
inspirational form of summer school in that it offers, 
during a period of nine weeks, solid and substantial 
training in academic and professional branches 
which may lead to degrees in the Louisiana State 
University, Tulane University, or to a State Cer- 
tificate. 

Louisiana has school conditions peculiar to itself. 
Within the past two years there has been a mar- 
velous development of its grammar and high schools. 

3 



To solve the special school problems of the State, 
there must be some well-defined purposes and poli- 
cies. The schools of Baton Rouge and New Orleans 
have been planned and organized, in part, to meet 
the needs, to study the conditions, and to solve the 
problems of the State. It will be noticed that the 
courses offered have a direct bearing on school con- 
ditions and needs of the State. The instructors 
are specialists in their respective departments and 
are qualified to speak with authority. For the rea- 
sons above given, we believe that better results can 
be obtained at these schools than elsewhere and that 
it is to the interest of ambitious teachers to attend 
these schools and identify themselves with the pro- 
gressive school movements and school men of the 
State. 

We also believe that the school s'ystem of the 
State will get beyond the teacher who does not 
profit by the opportunities offered in the summer 
schools of 1909. 

Yours very truly, 



I T. H. Harris, 
) Sta 



Board of \ gtate Supt f Education. 
State Institute ' j R AswELL> 
Managers. I pres La state No rmal School. 

L. J. Alleman, State Institute Conductor. 
Baton Rouge, La., March 26, 1909. 

EXPENSES, ROOMS AND BOARD. 
Rooms will be free to student-teachers in the 
dormitories of both institutions. Beds and mat- 
tresses will be furnished without charge, but bed- 
clothes and towels must be supplied by the students. 



Table board at the Tulane University Refectory- 
will be $4.00 per week; at the Louisiana State Uni- 
versity Refectory, $3.50 per week. 

Boarding and rooms may be obtained at reduced 
rates in boarding houses and private families near 
Tulane University. 

Rooms and board may be obtained in private 
families and boarding houses near the University in 
Baton Rouge at $4.50 to $10 per week. 

FEES. 
A registration fee of $2.00 will be charged all 
Louisiana students who enroll in the summer 
schools. Students from other states will be required 
to pay a registration fee of $5.00. In Tulane Uni- 
versity students will be required to pay for ma- 
terials used in laboratories and shops. In the Lou- 
isiana State University these materials will be free. 

RAILROAD RATES. 

Application has been made for reduced railway 
rates from all points in Louisiana and Mississippi. 
Notify your agent ten days before you leave that 
you expect to get reduced rates from your station 
to Baton Rouge or New Orleans. If the agent has 
not been authorized to issue certificates, be sure to 
get a receipt for every fare you pay. You will pay 
full fare going, and get the reduced rate on the re- 
turn trip. 

All complaints about rates should be made in 
writing to L. J. Alleman, State Institute Conductor, 
Baton Rouge, La. 

COURSES AND CLASSES. 
The classes will in general meet six times a week 
for nine weeks, in periods varying from one hour to 
two hours, -and in longer periods when they are con- 

5 



ducted in the laboratory or in the field. It is the 
aim in each of the courses to assign work sufficient 
to occupy one-third of the entire working time of the 
student-teacher. Each teacher will be required to 
take one course in Education unless all of the 
courses there offered have been completed by the 
teacher. The maximum amount of work permitted 
each student will absolutely be limited to eighteen 
hours per week — the equivalent of three full courses. 

CREDITS. 

1. A Certificate of Credit will be given each 
student doing satisfactory work in three courses 
daily for nine weeks. This certificate will entitle 
the holder of any teachers' certificate (1) to an ex- 
tension of the certificate one year, or, (2) to a 
credit of 15 per cent on the general average of an 
examination for any teachers' certificate, provided 
the examination be taken within one year of the 
issuanc? of the certificate of credit. 

2. Degree Certificates. Student-teachers who 
pursue and satisfactorily complete any course 
of university grade will be ' given a Summer 
School Degree Certificate, showing that such course 
has been completed. These certificates will entitle 
the recipients to credits for t.ie degree of A. B. or 
B, S. 

3. Certificates of Attendance will be issued 
to persons not entitled to Certificates of Credits 
or Summer . School Degree Certificates. The 
Certificates of Attendance will not entitle recipients 
to extension of teachers' certificates nor allowance 
of per cent on examination as offered by resolutions 
of the State Board of Education. 

4. Increase of Salary has been offered oy 
about two-thirds of the School Boards of the State 

6 



to teachers who satisfactorily complete any three 
courses at either of these schools. 

PROFESSIONAL BOOKS. 

Students should bring with them all books on 
the subjects of the courses they desire to pursue 
and all the professional books in their possession. 
For further information apply to 

M. G. Osborn, Secretary. 
Louisiana State University ; Baton Rouge, La. 
J. M. Gwinn, Director, 
Tulane Summer School, New Orleans, La. 



LOUISIANA STATE UNIVERSITY SUMMER SCHOOL. 



FACULTY. 

Thos. D. Boyd, President of the University. ■ 

A. B. Coffey, Directory 

Psychology ; Educational Economy. 

S. E. Weber, 

History of Modern Education ; Secondary 
Education. 

D. T. Powers, 

Philosophy of Education ; Elementary Edu- 
cation. 

J. W. Nicholson, 

Algebra ; Higer Algebra, ; Analytic Geometry. 

D. D. Cline, 

Plane Geometry ; Solid Geometry ; Trig- 
onometry. 

H. L. Himes, 

Accounting; Commercial Geography. 

H. M. Blain, 
English. 

A. G. Reed, 

English Literature. 

E. L. Scott, 

Latin and French. 
D. W. Thomas, 

Latin. 
C. E. Coates, 

Chemistry. 
A. T. Prescott, 

Economics; Sociology: Political Science. 
W. L. Fleming, 

Histor.v. 

8 



E. A. Bessey, 

Botany and Zoology. 
A. M. Herget, 

Manual Training. 
A. F. Kidder, 

Agriculture ; Horticulture. 
V. L. Rot, 

Nature Study; School Gardens; Agriculture 

in the Common Schools. 
T. W. Atkinson, 

Physics. 
Miss Mary Grubb, 
Miss Bertha Smit* 
Miss Mary D. Hopgood, 

Singing. 
Miss Clara R. Emens, 

Writing. 
Miss Corinne Fonde, 

Kindergarten. 
Miss Annie O. Burris, Matron 



} Arts and Crafts. 



SYLLABI OF COURSES. 



(L. S. U.) 

EDUCATION AND PSYCHOLOGY. 

Professors Coffey, Weber and Powers. 

Course 1. The Philosophy of Education. Pre- 
requisite, one year's work in psychology. It is the 
purpose of this course to so adjust the necessary 
formal methods of instruction to know psycholog- 
ical principles of education as to meet the demands 
and needs of society. 

Text : Home's Philosophy of Education. 

Pour times a week. Professor Powers. 

Course 5. Educational Economy. Prerequisite, 
a year's study in psychology. A study of educa- 
tional systems and school maintenance ; the rela- 
tion of the school to the nation, and national main- 
tenance ; the relation of the school to the common- 
wealth, and state maintenance and control ; proper 
state, parish, and city organization ; the true rela- 
tion between superintendent, principal, and teacher ; 
supervision and classification ; and cooperation 
between teaching force and patrons. 

Text : Sneddon's School Administration. 

Four hours. Professor Coffey. 

Course 8. History of Modern Education. The 
meaning of the Renaissance and the Reformation; 
institutional adjustment to the changing order of 
things ; influences which contributed to a general 
feeling of unrest ; a gradual recognition of the 
true worth of the individual as a necessary element 
in the upbuilding of the institution ; individual 

10 



power dependent upon individual education ; the 
educational ideas and educational idealists of Europe 
and America subsequent to the Reformation ; the 
rise of educational institutions and educational sys- 
tems in America. 

Text : Paul Monroe's Brief Course in the History 
of Education. 

Six hours. Doctor Weber. 

Course 11. Elementary Education. Prerequi- 
site, one year's work in psychology. In this course 
the aims, organization, practices, shortcomings, and 
achievements of the elementary schools, during the 
different periods of national development, will be 
noted ; possible improvements will be suggested, 
and the outlook studied. Especial stress will be 
laid upon the proper methods to be employed in the 
organization and instruction of the elementary 
school in Louisiana. 

Text : Bagley's Classroom Management. 

Six hours. Professor Powers. 

Course 12. Elementary Education. Prerequi- 
site, one year's work in psychology. For the pur- 
pose of the summer session, this course will vary 
from its regular university content. For the sum- 
mer, the course will be devoted to a very careful 
analysis of the work which should be done in the 
subjects of reading and language in the elementary 
grades, and the most approved methods of pre- 
senting such subjects. 

Six hours. Professor Powers. 

Course 13. Secondary Education. The relation 
of the secondary school to the elementary school ; 
to life and to higher education ; a comparison of 
the secondary schools of different states; their or* 

11 



ganization, needs and outlook in Louisiana. Gen- 
eral high school methods will also be studied. 

Text : DeGarmo's Principles of Secondary Edu- 
cation. 

Six hours. Doctor Weber. 

PSYCHOLOGY. 

Course 3. The subjects of this course are con- 
scious sensations ; nervous mechanism and mental 
activity ; perception and ideation ; persistent ten- 
dency of the ideative processes; consecutive and as_ 
sociative memories and their resoective educational 
and intellectual values ; association, comparison, 
and contrast in their relation to the selection of cog- 
nate ideas, emotion, imagination, thought, and will 
as determining forces in individual conduct. 

Text: Royce's Elements of Psychology. 

Six hours. Professor Coffey. 

MANUAL TRAINING. 

1. Drawing. 

A course in freehand and instrumental drawing 
covering the principles of geometric drawing, iso- 
metric, cabinet, and orthographic projection, and the 
application of these principles in drawing a model 
desk or table for use in physical or chemical labora- 
tory, the shop or drawing room. 

Two lectures and ten hours' practice a week. 

2. Shopwork. 

A course in joinery and cabinet making covering 
the principles of sharpening and using the principal 
hand tools used in woodworking; also the methods 
of staining and polishing wood. 

Lectures will be given setting forth the kind of 
bench and tools, and their cost, which should be 
used in manual training classes in the high schools. 

Two lectures and ten hours' work a week. 

12 



MATHEMATICS. 
Professor Nicholson and Mr. Cline. 
B. Algebra. 

Evolution, involution, binomial theorem for in 
tegral exponents, radicals, imaginary numbers, 
quadratic equations. 

Text : Nicholson's Elementary Algebra. 

Six hours a week. Professor Nicholson. 

B. Geometry. 

The first four books of Plane Geometry, includ- 
ing a large number of original problems. 

Text : Wentworth's Plane Geometry. 

Six hours a week. Mr. Cline. 

1. Higher Algebra. 

This course includes proportion ; variation 
arithmetical, geometric, and harmonic progression 
the binomial theorem for any rational exponents 
the properties of and computations by logarithms 
indeterminate linear equations. To enter this 
course students must have completed elementary 
algebra through quadratic equations. 
t Text : Wells' College Algebra. 

Six hours a week. Professor Nicholson. 

2. Higher Algebra. 

This course is a continuation of course 1, and 
includes inequalities ; limits ; convergency and di- 
vergency of series ; undetermined coefficients ; par- 
tial fractions ; reversion of series ; continued frac- 
tions ; and graphic solutions of linear and quad- 
ratic equations. 

Text : Wells' College Algebra. 

Six hours a week. Professor Nicholson. 

3. Solid Geometry. 

To enter this course students must understand 
plane geometry. Much importance is attached to 

13 



their being able to prove the ordinary theorems, 
demonstrate simple original propositions, and solve 
problems relating to the mensuration of polygons 
and circles. 

Text: Wentworth's Solid Geometry. 

Six hours a week. Mr. Cline. 

4. Plane, Analytic and Spherical Trigonometry. 

To take this course students must have com- 
pleted course 1. 

Text : Nicholson's Trigonometry. 

Six hours a week. Mr. Cline. 

7. Analytic Geometry. 

Text: Wentworth's Analytic Geometry. 

Six hours a week. Professor Nicholson. 

ACCOUNTING AND COMMERCIAL GEOG- 
RAPHY. 
Professor Himes. 
Accounting. 

Aim of Course : 

1. To prepare teachers to teach the bookkeep- 

ing as required by the agricultural and 
business courses in the high schools. 

2. To teach the elements and practice of ac- 

counts required in ordinary bookkeep- 
ing. 
Subject matter : 

1. The adopted texts for the State High 

Schools for the next four years. 

2. Supplemental lectures and exercises given 

to develop a mastery of the principles 
and laws of accounting and skill in their 
application. 
Time required : Six hours in class and twelve 
hours laboratory per week during the term. 

14 



Equivalent to Commerce 1 and 2 in the School of 
Commerce. 
Commercial GeogpwAfhy. 

Aim of course : 

1. To fix in mind that body of geographical 

knowledge that it is necessary to know 
before any real study of commerce is 
possible. 

2. To study the earth in its effect upon the life 

of man, and to study man's life in its 
utilization of geopraphical resources. 
Subject matter : 

1. The complete geography by Adams, whose 

elementary text is to be used in the high 
school courses. 

2. Reports from the Department of Commerce 

and Labor. 
Time required : Six hours a week during the 
term. 

ENGLISH. 
Professor Blain. 
6. Advanced English Composition. 

This course is designed to teach : ( 1 ) How to 
write ; ( 2 ) how to teach others to write. It con- 
sists of lectures and class discussions, the mastery 
of the text-book adopted for high school use, the 
study of typical specimens of discourse, and con- 
tinual practice in writing. The plan is as follows : 
First week, the fundamentals and the paragraph; 
second week, the whole composition (involving the 
making of outlines) ; third and fourth weeks, de- 
scription ; fifth week, narration ; sixth and seventh 
weeks, exposition ; eighth and ninth weeks, argu- 
mentation. 

15 



Text-books : Brooks and Hubbard's Composi- 
tion-Rhetoric ; specimens of. the forms of discourse. 

Six hours a week. 
12. American Literature. 

A general survey of American literature, with 
special attention to the literature of the South. 
The study of selected masterpieces, readings by the 
professor, parallel reading, essays, and reports. 
Emphasis will be placed on tne literature required 
in the high school course. 

Text-books : Tappan's A Short History of Eng- 
land's and America's Literature, Part II ; selected 
masterpieces. 

Six hours a week. 
17. English in the High School. 

The course involves : ( 1 ) Talks on the teaching 
of literature, with illustrative lessons in the study 
of the novel, the essay and oration, the drama, and 
lyric and narrative poetry ; talks on the teaching 
of composition, with illustrative lessons. The les- 
sons are based on the literature required for study 
in the high school. 

Two hours a week. 

ENGLISH LITERATURE. 
Professor Reed. 
4. A General Survey of Englvsh Literature from 
Milton to the Present. 
Representative poems will be studied in class in 
chronological order ; prose will be studied in out- 
side readings, assigned and reported on. Special 
emphasis will be placed upon the classics taught 
in the high schools; some attention, also, will be 
given to methods of teaching literature in the 
schools. Essays are requiicu. 

1<5 



Text-books: Manly's English Poetry; annotated 
editions of the English classics; Tappan's Short 
History of England's and America's Literature. 

Six hours a week. 
9. Shakespeare. 

Class-room reading and inteTpretation of selected 
plays. Some attention will also be given to Shakes- 
peare's life and times, the principles of his dramatic 
art, and the sources of his plays. Parallel reading 
and essays are required. 

By special arrangement with the instructor, 
properly qualified students may count this course 
for graduate credit, provided they do additional 
parallel reading and submit a satisfactory thesis. 

Six hours a week. 
18. Principles of Criticism. 

The aim of this course is to consider the princi- 
ples of literary criticism and to show how these 
principles are illustrated in the various kinds of 
literature, such as the epic, the drama, and the 
lyric. 

By special arrangement with the instructor, 
properly qualified students may count this course 
for graduate credit, provided they do additional par- 
allel reading and submit a satisfactory thesis. 

Four hours a week. 

LATIN AND FRENCH. 
Professor Scott and Mr. Thomas, 
latin. 
A. Beginners' Course. 

This course includes a careful study of the In- 
flections, the simpler rules for composition and deri- 
vation of words, syntax of cases and of the verb, 
the structure of sentences in general, with particu- 
lar regard to relative and conditional sentences, in- 
17 



direct discourse and the subjunctives. Much time 
will be given to exercises, oral and written, in 
translation from Latin into English and from 
English into Latin. 

This course will be so conducted as to be of 
service to teachers of Latin, in addition to being a 
preparatory course for students of Latin in general. 

Textbook : Collar annd Daniell's First Year 
Latin. 

Six hours per week. Mr. Thomas. 

B. Caesar. 

This course includes systematic study and trans- 
lation of Books I and II of Caesar's Gallic War and 
a synoptic presentation of Books III and IV, with 
exercises in sight reading, grammar and Latin prose 
composition, based on the text accompanying the 
readings. 

Text_books : Walker's Caesar, four-book edi- 
tion ; Bennett's Latin Grammar ; D'Ooge's Latin 
Composition based on Caesar. 

Six hours per week. Mr. Thomas. 

C. Cicero. 

This course emphasizes the literary side of 
Cicero's orations, without overlooking the gram- 
matical. The first and second orations against Cati- 
line are studied minutely with reference to force 
and taste in translation. Due attention is given to 
the political and historical setting. The third and 
fourth orations against Catiline are presented as a 
means Of acquiring a grasp of a Latin paragraph 
through exercises in sight reading and translation. 
Prose composition is a part, also, of this course. 



18 



Text-books: D'Ooge's Select Orations of Cicero; 
Bennett's Latin Grammar; D'Ooge's Latin Compo- 
sition based on Cicero. 

Six hours per week. Mr. Thomas. 

1. Ovid. 

This course consists o_ selections chiefly from 
the Metamorphoses of Ovid, and is presented as 
an introduction to the study of Latin poetry of the 
Augustan age. Latin prose composition by topics 
and in sequence forms a part of this course. The 
course in Ovid should be particularly helpful as an 
initial study in types of poetic imagery. 

Text-books : Miller's Ovid, selected works ; Ben- 
nett's Latin Grammar, or Allen and Greenough's 
New Latin Grammar ; Daniell's New Latin Compo- 
sition, Part III. 

Six hours per week. Professor Scott. 

2. Virgil. 

In connection with the reading of selections from 
the first six books of the Aeneid, a study is made of 
Virgil, the man and the poet, of the Aeneid as a 
whole, its relation to the Augustan age, and of its 
subsequent influence. Prose composition and 
grammar are continued as in course 1. 

Text-books : Any standard vocabularied edition 
of Virgil's Aeneid ; Bennett's Latin Grammar, or 
Allen and Greenough's New Latin Grammar ; Dan- 
iell's New Latin Composition, Part III. 

Six hours per week. Professor Scott. 

It is deemed advisable that inasmuch as the 
best results in the study of Latin are to be ob- 
tained through an ardent devotion to the course, or 
courses, chosen, those taking this subject so ar- 
range their schedules as to afford abundant oppor- 

19 



tunity for lesson preparation and collateral reading 
in the library. 

Each class in Latin will meet six times a week. 

In every course the inherent difficulties of the 
subject will be noted ; the qualities of style and 
composition peculiar to each author read will be 
presented inductively ; the powers of mind brought 
into activity will be discussed ; and plans of con- 
ducting the work of each course most advantageous- 
ly will be considered. 

FRENCH. 

1. Elementary Work. 

In this course the student is thoroughly 
grounded in the elements of French. The class 
periods are devoted to graded drill work in gram- 
mar, composition, and translation. Such attention 
is paid to phonetics as will enable the student to 
secure an accurate pronunciation from the very out- 
set. 

Text-book : Chardenal's Complete French 
Course, Revised Edition. 

Six hours a week. Professor Scott. 

GERMAN, SPANISH, GREEK. 
Courses in elementary German, Spanish, and 
Greek, and in advanced French will be given if 
there is sufficient demand for them. 

CHEMISTRY. 
Professor Coates. 
A. This course consists of lectures and lecture room 
demonstrations, supplemented by laboratory studies 
on the type elements and the general laws of chemi- 
cal action. During the summer school of 1909 the 
text used will be Hessler and Smith's Essentials of 
Chemistry. The attempt will be made to finish the 

20 



• 

entire text, together with the laboratory work for 
students in the manual bound with the text, thus 
covering the course in chemistry prescribed by the 
State Board of Public Education for the high 
schools of Louisiana. Though not the same course, 
this Chemistry A will be accepted as equivalent 
to Chemistry 1 in the University curriculum, and 
will be given a credit of three semester hours in 
\ the University. 

Six lectures per week, and ten hours' laboratory 
work per week during the entire summer session. 

ECONOMICS, SOCIOLOGY, AND POLITICAL 

SCIENCE. 

Professor Prescott. 

economics. 

, 1. Essentials of Economic Theory. 

This course consists of a systematic treatment 
of the abstract principles of economic science, sup- 
h plemented by a study of the historical develop- 
! ment of economic theory, as indicated by the views 
of the various schools of economists who have con- 
tributed to this development. 
Text: Ely's Outlines. 
Six hours a week. First term. 
sociology. 
1. General Sociology. 

The elements and structure of society, including 
group activities and the interrelation of the individ- 
ual and the group. 

Text: Gidding's Readings. 
Six hours a week. 

political science. 
1. American Government. 

A course in the structure and functions of gov- 
ernment in the United States, including a study of 

21 






local, state and federal organs and their relations 
to one another. 

Text : Bryce's American Commonwealth. 

Six hours a week. 

HISTORY. 

Professor Fleming. 

In every course in History a text will be used as 
a basis of the work. The text will be supplemented 
by formal or informal lectures by the professor. 
Students will be expected to prepare recitations 
from the text, take notes in class, read papers, 
make reports upon assigned topics, prepare histori- 
cal maps and outlines and make frequent use of 
the historical collections in the library. The De- 
partment of History is supplied with maps, atlases, 
reference works, pictorial collections and other il- 
lustrative material. 
9. History of Louisiana. 

An intensive study of the political, social and 
economic history of the State. Special attention will 
be given to the following topics : Conditions in 
Europe affecting colonization in America ; Euro- 
pean claims to American territory ; early French 
settlements ; tiie government of Crozat ; John Law, 
Louisiana, and the Mississippi Bubble ; Louisiana 
as a royal province; the revolution of 1768; Louisi- 
ana in international diplomacy ; purchase by the 
United States ; the Burr conspiracy ; the War of 
1812; the development of the American State; 
troubles leading to secession ; Civil War and Recon- 
struction ; education, Colonial and Nineteenth Cen- 
tury ; Twentieth Century Louisiana. 

Text : Phelp's History of Louisiana. 

Six hours a week. 

22 



15. Geographic Influences in History. 

This course will, consist of a study of the physi- 
cal influences affecting political, social, and eco- 
nomic institutions. After a summary survey of the 
geographic influences in Old World history, the 
remainder of the course will be devoted to a study 
of the physical influences operating in American 
history. Such topics as the following will be 
studied : Geographic conditions affecting the dis- 
co very and colonization of the New World ; a com- 
parison of North and South America ; the influ- 
ence of the eastern rivers and harbors on colonial 
development ; the Appalachian Mountains as a pro- 
tection against the Indians and the French and an 
obstacle to westward expansion ; influence of the 
trans- Allegheny environment on early settlers ; loca- 
tion of passes, portages, trails, roads, canals, and 
railroads ; the river systems ; the westward expan- 
sion ; the western plains and the Rocky Mountains ; 
the scientific boundaries ; geographical influences in 
war, in the slavery struggle, in the development of 
American sea power and commerce, and in the dis 
tribution and problems of immigration, cities, in 
dustries, and transportation lines. The work will 
be illustrated by the use of maps, models, pictures, 
etc. 

Four hours a week. 

17. Methods of Teaching History in Schools. 

This course deals with such topics as the value 
of history ; its place in the educational program ; 
texts and courses of study in elementary and secon- 
dary schools ; methods of teaching ; recitations ; 
preparation of teacher and pupil ; lesson plans ; use 
of material outside the text, etc. A part of the 
time will be devoted to examining and criticis- 

23 



ing the materials available for use in the study 
and teaching of History, such as (1) the various 
text-books; (2) historical syllabi; (3) historical 
notebooks ; ( 4 ) material for collateral reading: 
(sources and secondary matter) ; (5) historical 
geography (maps and atlases and map-making) ; 
(6) historical illustrations (photographs, facsimiles, 
drawings, cartoons, etc.) ; originals of documents, 
relics, etc. ; ( 7 ) publishers' material useful in his- 
tory classes; (8) books useful for teachers (ad- 
vanced works and books on methods ; ( 9 ) histori- 
cal works for a school library, etc. 

Text : Bourne's Teaching of History and Civics. 

Two hours a week. 

Note. — Courses 15 and 17 will be given as one 
full course; course 15, four hours a week and course 
17 two hours a week. 

BOTANY AND ZOOLOGY. 

Professor Besset. 

BOTANY. 

1. General Botany. 

A course designed to give a general view of the 
more important lines of botanical work. Introduc- 
tion to the structure of plants (cells, tissues, tissue 
systems). Elementary plant physiology, general 
morphology, physiology and life history of a series 
of plants, beginning with the lowest and progress- 
ing toward the highest. 

Text : Andrew's Botany All the Year Round. 

Two hours of lecture and eight of laboratory 
per week. 

ZOOLOGY. 

1. General Zoology. 

This course is designed to train the student in 
the manipulation of the microscope and in general 

24 



laboratory methods. It provides opportunity for the 
study of typical animals in the dissecting room and 
in the field. The lectures treat in a general way 
of classification ; the relation of animals to inor- 
ganic things, to plants and other animals ; physi- 
ology ; and economic value of important injurious 
and beneficial animals of Louisiana. 

Text : Herrick's Text-book in General Zoology. 

Two hours of recitation and eight of laboratory 
per week. 

AGRICULTURE AND HORTICULTURE. 
Professor Kidder, 
agronomy. 
1. Principles of Agronomy. 

This course includes a study of the elementary 
principles of soils, field and farm management in 
their relations to general agriculture. The origin 
and classification of soils, different methods of 
cultivation and their effect upon the movement and 
control of soil water with its ultimate effect upon 
plant development, benefits of a crop rotation and 
the use of fertilizers, including a study of the Louis- 
iana fertilizer law, are given ^due consideration in 
the simplest manner possible. 

Text: Fletcher's Soils. 

Six hours a week. 
3. Farm Crops. 

Requisite, Agronomy 1 and Botany 1 and 2. 

Lectures and recitations upon the classifications 
and methods of improvement of farm crops. Special 
studies will be made of the staple crops of Louisi- 
ana, embracing cotton, cane, corn and rice, and the 
foliage and forage plants. Individual crop studies 
will include varieties, geographical distribution, 
culture, harvesting, preservation, uses, prepara- 

25 



tion for, use, obstructions to growth, and means of 
repression, production, marked mg, and history. 

Text : Hunt's Cereals in America. 

Six hours a week. 

animal industry. 

2. Feeds and Feeding. 

The principal topics discussed under the head of 
Principles of Feedings are as follows : 

The relations of plant and animal life, the 
chemical elements of nutrition, the compounds of 
animal nutrition ; the digestion of food, the condi- 
tions influencing digestion, and the functions of the 
nutrients. The principal topics discussed under the 
head of Practice of Feedings are as follows : Com- 
mercial feeding stuffs, natural products, valuation 
of feeding stuffs, and the selection and compound- 
ing of rations for work stock, meat production, milk 
production, growing animals, and poultry. 

Text-book : Jordan's The Feeding of Animals. 

Six hours a week. 

horticulture. 
1-2. Principals of Horticulture. 

A course considering the principles of plant 
growth and culture, theory and practice and plant 
propagation, and elements of trucking. It includes 
a study of seedage, cuttage, layerage, graftage, 
etc., pruning, training, spraying, insecticides, fungi- 
cides, construction and management of hotbeds and 
cold frames, and the fundamentals of trucking. 

Text : Bailey's Principles of Horticulture. 

Four hours of recitation and two hours of labo- 
ratory work. 

26 



NATURE STUDY. 
Professor Roy. 
Purpose: To develop an appreciation of and 
love for nature; to awake fmer feelings for and 
broader sympathies with living things; to gain a 
deeper insight into the simpler phenomena of nature 
and the common things of life, and a clearer con- 
ception of their relations to man ; to learn to enjoy 
the beautiful and appreciate the useful; to find 
that attitude to and method in nature study that 
make the teacher efficient in solving class-room 
problems in this subject, to the end that nature 
study may be more easily and readily taught in the 
schools of Louisiana. 

Scope: The objects selected for study will be 
such as readily adapt themselves for use in the 
schools of the State, and will be taken from the 
official course to be used during the next four 
years. The main portion of the work will consist 
of excursions to garden, field and woods, lake and 

river direct out-of-door observations of trees and 

flowers, field crops and weeds, birds and insects, 
land and water, the weather and the sky. The in- 
door work will be accessory to the field observa- 
tions, and will consist of: 

a. Studies to make the knowledge gained from 
observation more thorough, and to increase and or- 
ganize concrete data for the teacher's use. 

b. Reports and discussions of field observations. 

c. Discussions of proper attitude to and methods 
in nature study. 

d. Methods and plans for adapting the official 
course for use in different kinds of schools and un- 
der varying local conditions ; discussions of the 
course. 

27 



e. Making class-room equipment for nature 
study. 

f. Technique of mounting and preserving insect 
and plant specimens, and discussions of nature 
study museums. 

g. Presentation of sources of material and in- 
formation for the teacher. 

h. Correlation of nature study with other com- 
mon school subjects. 

Two lectures and four hours of laboratory. 

AGRICULTURE IN COMMON SCHOOLS. 
Professor Rot. 

Purpose : To give teachers a knowledge of the 
more fundamental principles of elementary agricul- 
ture, and to present methods of teaching the sub_ 
ject in the grammar grades. 

Scope : The course will include : 

a. Study of the elementary principles of the 
science, with a view to its introduction into more 
schools. 

b. Discussions of method in teaching the subject. 

c. Making, installing and using simple apparatus 
to study and illustrate principles. 

d. Experiments in germination, soil water in 
relation to plants, plant food, seed~purity and selec- 
tion, plant propagation and pollination. 

e. Discussions of the value of boys' agricultural 
clubs, home garden clubs, and excursions to the Uni^ 
versity, as adjuncts to the work in grammar school 
agriculture ; methods and plans for the organization 
of such clubs. 

f. Function of the school garden in the course. 
Two lectures and four hours of laboratory. 

28 



SCHOOL GARDENS. 
Professor Roy. 

Purpose : To place teachers in touch with the 
school garden movement of the country ; to reveal 
the educational value of the garden in the training 
of boys and girls ; and to develop an appreciation 
of the school garden as a phase of school work and 
"as a laboratory in which the different steps in the 
life of the plant are to be illustrated ad demon- 
strated." 

Scope : The course will consist of practical work 
in the garden and of class-room studies and dis- 
cussions, as follows : 

a. Discussions on the location of the school gar- 
den ; designing and planning the arrangement of 
beds and walks. 

b. Daily work in the school garden ; marking the 
beds and walks ; preparation of the soil for plant- 
ing, sowing, care and cultivation of growing plants, 
use and care of garden tools. 

c. The window garden ; selection of plants for. 

d. Study of plants available for use in school 
gardens at different seasons. 

e. Use of flowers, vines, shrubs and trees in 
beautifying school and home grounds. 

f. Method of conducting classes or schools in 
gardening. 

g. Discussions of the educational value of school 
garden work. 

h. Class-room experiments to illustrate princi- 
ples involved in care, cultivation and growth of 
plants. 

i. Study of the progress of school gardening in 
the country. 

29 



j. Method of correlating the garden work with 
other subjects of study. 

Two lectures and four hours of laboratory. 

PHYSICS. 

Professor Atkinson. 

1. Elementary Physics. 

This course is designed to meet the requirements 
of those students in the College of Arts and Sciences 
and the Teachers' College who do not intend to elect 
physical science as their major subject. It includes 
mechanics, sound, and light. 

Text-book : Miller and Fuerste's Elementary 
Physics. 

Six hours a week. 

2. Elementary Physics. 

A continuation of course 1. It includes heat, mag- 
netism, and electricity. 

Six hours a week. 
9. Teaching of Physics. 

This course is designed to meet the requirements 
of those students in the Teachers' College who in- 
tend to teach High School Physics. The following 
topics are discussed : The proper relation between 
class-room instruction and laboratory work; text- 
books and laboratory manuals and blanks ; labora- 
tory equipment. 

Two hours a week. 

ARTS AND CRAFTS. 
Miss Grubb and Miss Smith. 
1. Primary Drawing. 

Special instruction with reference to the use of 
books Nos. 1, 2, 3 and 4 of the Art education 
Drawing Book Course. 

30 



Pictorial compositions from nature, objects, and 
life, teaching the methods of handling water colors 
and crayons. 

Free-hand cuttings used in both a pictorial and 
decorative way. 

Design applied to invitations, programs, cards, 
appropriate for special days ; also, the decoration 
of objects that are simple in construction. 

The aim of this course is to show in a direct 
way how to make drawing a vital factor in teaching 
in the primary grades and rural schools. 

Six hours per week throughout the term. 

2. Intermediate and High School Drawing. 

Special instruction with reference to the use of 
books Xos. 5, 6, 7 and 8 of the Art Education Draw- 
ing Book Course. 

Pictorial compositions from nature, objects and 
life teaching the methods of handling the pencil, 
charcoal, and water colors. This will include the 
application of many principles of composition and 
perspective. 

The aim of this course is to teach the easiest 
principles of perspective construction and design, 
also to show how to correlate the art work with 
the other studies, especially the reading, history, 
language and geography lessens. 

Six hours per week throughout the term. 

3. Primary Construction Work. 

This work is composed of exercises suitable 
for use in grades 1, 2, 3 and 4, and includes exer- 
cises in paper folding and cutting ; the furnishing of 
a doll house with oak tag or heavy paper furni- 
ture ; illustrative work on the sand table ; weaving 
with rugs, raffia, or yarns ; cord work ; design ap_ 
plied to the cardboard and paper construction work ; 
31 



making of hats, bags, hammocks, etc., from raffia 
or other pliable materials by braiding or sewing 
and weaving; the construction ot gifts appropriate 
for Christmas, Easter, or May Day. 

Six hours per week throughout the course. 

Arts and Crafts Work for Intermediate and 
High School Work. 

This course includes the construction and decora- 
tion of portfolios, post cards or photograph or note- 
books, boxes, baskets, etc., where heavy pasteboard 
and the tinted papers and linens are used. Black 
printing and stenciling of designs on sofa pillows, 
scarfs, curtains, etc., cross-stitch embroidery on 
scrim, burlaps, and other textiles ; tooling on 
leather for small objects, such as bodkin cases, card 
cases, etc. 

Six hours per week throughout the term. 

Normal Class. Special Methods for Drawing 
and Construction Work. 

This course is designed especially for supervisors 
or for teachers who are responsible for the art work 
in high schools and advanced grades. 

They should be familiar with the work done 
in the primary and intermediate Arts and Crafts 
classes of the summer school. 

Special instruction will be given with reference 
to the use of Art Education in the High School ; 
also, the planning of the work to fit local conditions, 
the making of outlines, the fundamental principles 
of art education, the study of good pictures, etc. 

Six hours per week throughout the term. 



32 



KINDERGARTEN COURSE. 
Miss Fonde. 

1. Opportunity for Practice and Observation in 

an Organized Kindergarten. 

2. Child Study. 

This will consist of criticism and analysis of 
work observed in practice kindergarten. A study of 
the physiological and psychological conditions of 
childhood, stages of growth, dominant interests, en- 
vironment, etc. 

3. Kindergarten Program. 

Outlines of plans of work, relation of manual 
occupations to play, interests and topics selected. 
This will include some suggestive exercises in hand 
work, a study of kindergarten literature with special 
attention to the selection of songs and stories, theo- 
ries of play and its relation to work, and a classi- 
fication and adaptation of games. 

MUSIC. 
Miss Hopgood. 

MUSIC I. 

Elementary Music for the Primary Grades. 

The rote song in relation to school subject-mat- 
ter, vocal treatment and interpretation ; rythm and 
pitch in relation to notation ; the theory and practice 
of music in sight reading ar 1 musical structure. 
Material for practice will be taken from the music 
books in general use and from the best song litera- 
ture for children. Class demonstration. 

Six hours a week throughout the term. 

MUSIC II. 

Music for the Intermediate and Grammar 
Grades. 
Imitative work and % song ooservation ; inde- 
pendent sight reading ; technical difficulties ; inter- 

c3 



mediate tones; time analysis; two part singing ; 
three part singing ; discussion of elements ; the bass 
clef ; interpreting and reading classical music. 
Six hours a week throughout the term. 

MUSIC III. 

Music for Ungraded Schools. 

A course similar to Music I and adapted to 
the average five-grade school. Use The Common 
School Book of Vocal Music. 

Six hours a week throughout the term. 

MUSIC IV. 

Sight Singing. 

This course is intended for the general student, 
who wishes a practical course to develop his own 
powers, and at the same time to indicate a method 
for teaching and judging school music. The course 
gives practice through songs first, for tone quality ; 
and, second, for the development, definition and as- 
sociation of feeling for tone relationship with nota- 
tion. 

Six hours per week. 

In addition to the above courses, the instructor 
w T ill organize a Chorus Club. All teachers who 
play musical instruments are requested to bring 
them, in order to join the orchestra which will 
accompany the choruses. 

Six half-hour periods a week throughout the 
term. 

WRITING. 
Miss Emens. 
The purpose of this course is to aid students to 
become teachers of writing as well as free, rapid 
writers. 

34 



Instruction will be given in position of body, pen, 
paper and hand; arm movement and blackboard 
writing. 

Topics for discussion : Writing material. How 
to apply arm movement to word and sentence writ- 
ing; finally to all written lesson work. Legibility. 
Use of copybooks. Psychic value of writing. Hy- 
gienic value of writing. Necessity of a well-graded 
course. 

First Week — Position and action of arm. Imag- 
inary writing lessons in primary grades. Study of 
letter forms. Suggestive devices. What should be 
accomplished in writing the first, second, third and 
fourth year. 

Second Week — Drill on movement. Suggestive 
lessons for elementary grades. Study of figures. 
What should be accomplished the fifth, sixth and 
seventh year. Devices for arousing and retaining 
interest. Speed tests. How to examine and grade 
writing. 

Six hours per week for two weeks. 



35 



TULANE UNIVERSITY SUMMER SCHOOL 



FACULTY AND COURSES TULANE SUMMER 
NORMAL. 
E. B. Craighead, President of the University. 
J. M. Gwinn, Director, 

High School Teaching; School Supervision. 
Margaret E. Cross, 

* History of Modern Education ; Adolescent 
Psychology ; Child Psychology. 

Helen Herron, •> 

Ida C. Bender, / 

Method of Teaching Geography; Method of 
Teaching Reading and Spelling; Method of 
Teaching Numbers and Arithmetic. 

U. B. Phillips, 

History of the South ; American Colonial 
History ; *Economics. 

Eleanor Riggs, 

*The Teaching of History; *History of Lou_ 
isiana; Mediaeval History. 

Zilla C. Christian, 

* Nature Study ; School Gardens ; Agriculture 
in the Public Schools. 

Harriet Boter, 

Domestic Art; Domestic Science. 
P. J. Kahle, 

First Year French ; Second Year French ; 

Beginning Spanish. 
Carrie B. L'Engle, 

♦Music. 
Wm. Woodward, 

Art. 

36 



Kate Riggs, 

Arts and Crafts. 
J. M. Robert, 

* Manual Training. 
Clara R. Emens, 

♦Writing. 
Elizabeth Woods, 

♦Kindergarten. 
Wm. P. Brown, 

Short Story; * Shakespeare ; * Composition and 
Rhetoric. 
J. R. Linn, 

General Psychology; *English Literature 
(Thompson to Tennyson) ; * Romantic Poets 
of Nineteenth Century. 
A. B. Dinwiddie, 

♦Solid Geometry and Original Problems; 
♦Trigonometry (Plane and Spherical) ; ♦Ana- 
lytical Geometry. 
Scott C. Lyon, 

♦College Algebra; ♦Plane Geometry. 
T. L. Trawick, 

♦High School Algebra. 
Caesar. 
E. A. Bechtel, 

Horace ; Teaching of Latin ; Beginning 
Greek. 
R. S. Cocks, 

♦Cicero ; Botany. 
Myra C. Rogers, 

♦Beginning Latin. 



♦For a description of this course see the corre- 
sponding course in "Syllabi Louisiana State Uni- 
versity." 

37 



B. P. Caldwell, 
* Chemistry. 
J. A. Lyon, 

* Physics. 
G. E. Beyer, 

*Zoology. 
J. C. Rans MEIER, 

Beginning German. 

A Teachers' Course in English Grammar. 



*For a description of this course see the corre- 
sponding course in "Syllabi Louisiana State Uni- 
versity." 



38 



SYLLABI OF COURSES. 



TULANE UNIVERSITY SUMMER SCHOOL 

(Note. — The following courses are not described 
in the Louisiana State University syllabi.) 

BOTANY. 
Professor Cocxs. 
The course in Botany will, as far as possible, 
follow the lines of the First Year Course in the 
University. It will be divided into three parts of 
three weeks each : Part I. The structure and func- 
tions of plants, which will include the elements of 
plant physiology and ecology. Part II. The study 
of representative types. Part III. Systematic and 
field study of the native flora. Instruction will be 
by lectures, illustrated with charts and lantern 
slides and by laboratory work. This is a two-hour 
or double course, and will complete a full year's 
work. 

DOMESTIC ART AND SCIENCE. 
Miss Boyer. 
Domestic Art. Study of Textiles. Different 
stitches and seams in plain sewing. Making of 
doll's outfit in hand sewing. Underwear, shirt waist 
and wash dress on machine. A little work in 
Applied Design. Each student will supply her own 
materials. A fee of one dollar will be charged to 
meet the necessary running expenses of the sewing 
room. 

. Domestic Science. Systematic Course in Plain 
Cookery. Marketing and cost of food. Serving of 
meals. Weekly lessons in text-book with scientific 

39 



experiments. Observation of class of small children 
in cooking every two weeks. Students will pay a 
fee of seven dollars to cover the expenses of the 
materials used. The materials will usually serve to 
supply the student with- her mid-day meal. 

Text-book : Elements of the Theory and Practice 
of Cooking, Williams and Fisher. 

SUPERVISION AND ADMINISTRATION OP 

SCHOOLS. 

Professor Gwinn. 

This course is designed for all who have to do 
with the supervision of schools in any way, whether 
parish or city superintendents, supervising princi- 
pals or members of supervising boards. The prob- 
lems of the school board, the superintendent and 
the principal in the organization and administration 
of schools are treated in this course. These prob- 
lems will include school finance, construction and 
equipment of school buildings, school hygiene, modes 
of appointment, promotion and dismissal of teachers, 
teachers' salaries, making the course of study. This 
course will be conducted by means of lectures, read- 
ing reports, visitation of schools and school build- 
ings. 

Text-book : Dutton and Suedden's Administra- 
tion of Public Education. 

CHILD PSYCHOLOGY. 

Miss Cross. 

This course will seek to set forth the important 

facts concerning the nature and development of the 

mind during childhood, with special reference to the 

significance of these facts for education. 

Text-book: Fundamentals of Child Study. 
40 



PSYCHOLOGY OF ADOLESCENE. 

Miss Cross. * 

This is a course in educational psychology which 
deals with the period of adolescence. While it is 
of interest and value to all teachers and others deal- 
ing with youth, it is especially designed to meet the 
needs of the high school teacher. 

Text-book : Hall's Youth, Its Education, Regi- 
men and Hygiene. 

METHOD OF TEACHING READING AND 
SPELLING. ' 
Miss Herron. Dr. Bender. 
This is a practical course for teachers in the 
elementary school. It will consider in much detail 
the method of teaching reading and spelling through 
the grades. The application of the psychology of 
reading and spelling will be given especial "atten- 
tion. There will be model lessons to illustrate the 
method of teaching. 

METHOD OF TEACHING GEOGRAPHY. 

Miss Herron. Dr. Bender. 
This course will consider the objects and methods 
of work and principles involve 1 in teaching geog- 
raphy in the grades below the high school ; model 
lessons ; coordination with history and other sub- 
jects ; its place and importance in the curriculum ; 
necessary equipment ; assignment and preparation 
of the lesson ; class instruction. Constant reference 
will be made to the methods of handling Frye's 
Geographies as a text-book. 

METHOD OF TEACHING NUMBERS AND 

ARITHMETIC. 

Miss Herron. Dr. Bender. 

The principal topics included in this course are: 

oiijrH.Q and aims of mathematics in the grades; 

41 



materials and methods used in presenting the va- 
rious topics throughout the grades ; what should be 
taught in each grade ; the application of the princi- 
ples of method to the teaching of mathematics in 
the elementary school. In addition to the regular 
class work there will be model lessons with classes 
of children. 

A TEACHERS' COURSE IN ENGLISH GRAM- 
MAR. 

This course will present a careful analysis of the 
subject, with some attention to the historical devel- 
opment of the language. 

THE SHORT STORY. 
Professor Brown. 
The course is designed -primarily to give an in- 
sight into the history and the constructive side of 
the art of short-story writing. Suitable examples 
of study will be given ; a text-book will be used, 
supplemented by lectures and reports. 

ELEMENTARY FRENCH. 

Dr. Kahle. 

Grammar and Reading. Frazer and Squair's 

French Grammar ; Labiche and Martin's Le Voyage 

de M. Perrichon ; Fortier's Precis de l'Histoire de 

France. 

N. B. — In this course special attention will be 
given to pronunciation. 

ADVANCED FRENCH. 
Dr. Kahle. 
Composition and literature. All work in class- 
room will be conducted in French. In this course 
prose composition, the history of French literature 
and the classic drama will be studied. 

42 



Texts : Vreeland and Koren's Lessons in French 
Syntax and Composition ; Fortier's L'Histoire de la 
Litterature Francaise ; Moliere's Les Femmes Sa- 
vantes ; Racine's Andromague, and Corneille's Le 
Cid. 

ELEMENTARY SPANISH. 
Dr. Kahle. 

Grammar and Reading. Hill and Ford's Span- 
ish Grammar ; Ramsey's Elementary Spanish 
Reader. 

ELEMENTARY GERMAN. 
Professor Ransmeier. 

The work will be equivalent to that of the first 
year at Tulane, and will comprise drill in the funda^ 
mental principles of German grammar and the 
reading of easy standard literature, with such sup- 
plementary conversational drill as the time per- 
mits. This is a double course and requires two 
hours of class-room work each day. 

Text-books : Bierwirth's Beginning German ; 
Huss' German Reader. 

ELEMENTARY GREEK. 
Professor Bechtel. 
This course is planned for mature students, espe- 
cially those who have a fair knowledge of Latin. 
During the first six weeks, the paradigms and the 
simpler rules of syntax will be studied ; the read- 
ing of the first chapters of Anabasis will be at- 
tempted in the last three weeks. 

HORACE. ODES. 

Professor Bechtel. 
Special emphasis will be laid upon the metrical 
reading of the odes and the appreciation of their 
literary value. Lectures will also be given upon 
the age of Augustus and the Augustine poets. 



THE TEACHING OP HIGH SCHOOL. LATIN. 

Professor Bechtel. 
This course is intended for teachers of Latin 
in high schools, and has for its object the discus- 
sion of the problems of the various portions of the 
high school course and the best methods to pursue. 
It will be divided into three parts of three weeks 
each: (a) the First Year Latin; (b) the Teach- 
ing of Caesar; (c) the Teaching of Cicero's Ora- 
tions. The work will be carried on by means of 
informal discussions and papers prepared by mem- 
bers of the class on assigned topics. The books 
recommended for the State high school course will 
be used as texts. 

HISTORY OF THE SOUTH. 
Professor Phillips. 
An economic, social and political study. The 
plantation system, with its dependence upon staple 
crops, unfree labor, free trade and local autonomy, 
is taken as a key to the development and policy 
of the South. The first half of the course deals with 
the internal development of the South ; the latter 
half with the sectional issues of state rights and 
slavery. 

HISTORY OF COLONIAL AMERICA. 
Professor Phillips. 
The course extends from Columbus' discovery to 
the revolt from British control. Lectures, discus- 
sions, collateral reading, reports. Channing's His- 
tory of the United States, Vols. I and II. 

MEDIAEVAL HISTORY. 
Miss Riggs. 
An examination of the characteristic features of 
European History from the break of the Roman 

44 



Empire to the beginning of the Renaissance. Among 
the topics considered are : The social and intellect- 
ual conditions of the Roman Empire and the causes 
of its disintegration ; the nature and development of 
the Papal Imperial controversy ; the beginning of 
nationality in Europe ; the culture and institutions 
of the mediseval world. 

Text-books : Robinson's History of Western Eu- 
rope (Part I) ; Robinson's Readings in European 
History (Vol. I). 




019 739 174 1 



